Undergraduate Certificate in Sociology, Politics. and Psychology

Undergraduate Certificate in Sociology, Politics and Psychology 2018-2019 Course code: 1819CCR110 COURSE GUIDE University of Cambridge Institute of Continuing Education, Madingley Hall, Cambridge, CB23 8AQ Tel 01223 746222 www.ice.cam.ac.uk

Welcome to the Undergraduate Certificate in Sociology, Politics and Psychology, a University of Cambridge award offered by the Institute of Continuing Education (ICE). The Certificate is taught and awarded at FHEQ level 4 (i.e. first-year undergraduate level) and attracts 60 credits. The award is completed in one academic year. For further information about academic credit please see our website: http://www.ice.cam.ac.uk/studying-with-us/information-for-students/qualifications-that-weoffer. The course offers three termly units and a syllabus and reading and resource list for each of these units are included in this course specification. The Undergraduate Certificate in Sociology, Politics and Psychology aims to provide students with a disciplinary-based introduction to Sociology, Politics and Psychology. It seeks to promote understanding of the conceptual, methodological and theoretical foundations of Sociology, Politics and Psychology by critically assessing research evidence related to social life in modern societies. The Certificate also identifies continuities and discontinuities between these disciplines to promote knowledge and understanding of concepts, methodologies and theories in the human, social and political sciences. The Certificate is open to everyone regardless of previous educational experience, but it may be of particular interest to: professionals engaged in the employment fields of teaching, youth work, community work and work in the voluntary sector; professionals employed in the fields of support work, social work or counselling; people with a general interest in the social sciences as research and explanatory systems distinct from common sense, social commentary and journalism. The course aims are to: introduce students to the key concepts, methods of analysis and theories of Sociology, Politics and Psychology; promote knowledge and understanding of the interplay of issues of identity, institutional situations and societal locations in the reproduction and transformation of behaviour in modern societies; enable students to identify and explore continuities and discontinuities in the approaches of sociologists, political scientists and psychologists; promote critical thinking, including the skills of applying, interpreting and evaluating evidence, as a means of fostering independent thinking and the ability to construct a scholarly argument based upon appropriate judgements about evidence; provide students with opportunities for progression to further studies in the area of the social sciences. Transferable skills for further study and employability The capacity for independent thought and judgement. The development of independent learning, study and time management skills. The deployment of skills in critical reasoning. The development of competence in using IT to support one s work. The ability to work with others, productively and equitably. The qualities necessary for employment requiring the exercise of some personal responsibility and the demonstration of high levels of motivation and personal commitment through part-time study. Study hours The award of academic credit is a means of quantifying and recognising learning and within the UK, one credit notionally represents 10 hours of learning 1. Each of the units in this course attracts 20 credits so students should expect to need to study for approximately 200 hours in total to complete each unit successfully. However, it is recognised that students study at different paces and use a variety of approaches, so this is a recommendation, rather than a hard-and-fast calculation.

1. The Quality Assurance Agency for Higher Education (2009) Academic credit in higher education in England an introduction. Teaching staff Course Director: Dr Nigel Kettley is University Senior Lecturer and ICE s Academic Director for Education and Social Science. Nigel has had a wide ranging teaching and research career in the fields of sociology, educational studies, research methods and teacher training. Before joining ICE in 2007, he was a Research Associate in the Faculty of Education, University of Cambridge, and earlier still a PhD student at Wolfson College. He is an active researcher in the areas of widening participation, educational attainment and lifelong learning with a particular focus on issues of gender, social stratification and educational practice. In addition, he has a long standing research interest in the patterns and causes of juvenile delinquency, crime and deviant behaviour with a specific focus on gender and social class differences. Nigel teaches on a variety of courses for the Institute, supervises Master s and PhD students, and runs the MSt in Advanced Subject Teaching. His main published works are Educational Attainment and Society (2007, London: Continuum) and Theory Building in Educational Research (2012, London, Continuum). He is also a member of the editorial advisory board of the British Journal of Sociology of Education, a Fellow of Wolfson College and a Fellow of the Royal Society of the Arts. Tutors: Carina O Reilly teaches politics and policing and criminal justice at undergraduate level, and has also developed a Master s degree in International Relations at Anglia Ruskin University. She is engaged in doctoral research on legitimacy, accountability and local policing. Carina has a Master s degree from Cambridge University in Social and Political Sciences and also holds a Master s in Strategic Studies from the University of Wales, Aberystwyth. Before returning to academia, Carina worked at IHS Jane s for seven years as a writer, editor and senior analyst, and currently edits a webbased magazine in police governance and management. She is a specialist on politics, policing and security issues in Europe. She was formerly Deputy Leader of Cambridge City Council and remains a serving councillor. Dr Sarah Kuppen is a Senior Lecturer in the Psychology Department at Anglia Ruskin University. She leads the MSc in Clinical Child Psychology and also teaches psychology at the undergraduate level. Sarah has a BSc in Psychology from UCL (University of London), an MSc in Experimental Psychology from Oxford University and a PhD in developmental psychology from St. John s College, University of Cambridge. Sarah is a qualified secondary school teacher, and when working in this role specialized in supporting children with Special Educational Needs. Since moving to academia, she has run a number of early literacy intervention projects and researches more generally early language and literacy development and disability. Sarah has recently written a parenting text titled, Little Kids, Big Dilemmas, which will be published by Routledge (May 2018). Administrative staff Academic Programme Manager: Susan Brignell, Institute of Continuing Education, University of Cambridge, Madingley Hall, Madingley, Cambridge CB23 8AQ, 01223 760862. sab67@cam.ac.uk Programme Administrator: Jenny Brandham, Institute of Continuing Education, University of Cambridge, Madingley Hall, Madingley, Cambridge CB23 8AQ, 01223 769275 Jenny.brandham@ice.cam.ac.uk Venue Madingley Hall is the University of Cambridge s campus dedicated to continuing education for adults. The magnificent Hall was built in the sixteenth century and acquired by the University in 1948. The Hall has been used by the Institute of Continuing Education as a venue since 1975. You will be taught in one of 14 classrooms at Madingley Hall and, occasionally, at other venues.

Classrooms are arranged and equipped to encourage effective small group learning and peer interaction. Technology-enhanced learning, including lecture capture where appropriate, is used in many classes and wi-fi is available throughout the site. We also provide a range of social learning spaces which you can make use of before, or after, your class. Seven acres of superb gardens and grounds designed by Capability Brown provide space to think, reflect and relax. We offer a range of catering including formal dining, sandwiches and snacks, and a full-service bar. If you are travelling a long distance you may wish to book accommodation in one of the Hall's 62 en suite bedrooms. The Hall is situated three miles west of Cambridge with easy access from the M11 and the A14. There is ample free on-site car parking. Central London and Stansted Airport can be reached in under an hour by train from Cambridge railway station. Taxis from the railway station to Madingley Hall typically take around 20-25 minutes. Full directions are given on our website at: www.madingleyhall.co.uk/contact-us/how-to-find-us. Contact details of ICE Institute of Continuing Education University of Cambridge Madingley Hall Madingley Cambridge CB23 8AQ T: 01223 746222 www.ice.cam.ac.uk ug-awards@ice.cam.ac.uk Please also refer to the information for students section on our website http://www.ice.cam.ac.uk/studying-with-us/information-for-students and the 17/18 Student Handbook for further information and guidance relating to all aspects of the course including study skills, assignments, assessment and moderation. The Course Information and Help and Guidance section of the ICE VLE will also contain valuable information specific to your course. Information correct as at 03 July 2018

Syllabus for Unit A Michaelmas term 2018 Sociology: The individual, institutions and society Start date: 28 September 2018 End date: 30 November 2018 Day: Friday Time: 9.15am 5.45pm Tutor: Dr Nigel Kettley No of meetings: 4 x Friday day schools 28 September 2018 19 October 2018 9 November 2018 30 November 2018 Venue: Aims Madingley Hall, Madingley Cambridge, CB23 8AQ This unit has four interconnected aims: 1. to introduce students to the concepts, methods and theories of sociology which provide a systematic and critical framework for understanding modern social life and societies; 2. to outline and assess central debates concerning the formation and transformation of modern societies by examining the key theoretical and methodological ideas of Émile Durkheim, Karl Marx and Max Weber; 3. to promote students knowledge and critical understanding of sociological methods and theories as they have been developed in the twentieth century and beyond; 4. to outline and evaluate sociological approaches to the major institutions of modern societies, including the family, education and wider systems of inequality (gender, ethnicity and social class), as a mechanism to foster the sociological imagination. Content This unit provides an introduction to the key concepts, theories and methods of sociology which have been used to explore the relationship between the individual, institutions and society. The unit begins with a consideration of the core concepts of sociology (for example the self, consensus, conflict, social class and social change) and proceeds to analyse the theoretical and methodological foundations of the discipline by comparing the classical ideas of Durkheim, Marx and Weber. Developments in sociological theory in the twentieth and twenty-first centuries are then explored by evaluating modern approaches to society including structural functionalism, neo- Marxism(s), varieties of interpretive sociology (for example symbolic interactionism) and feminism(s). We will also examine developments in quantitative, qualitative and mixed methods research over time. These themes are then explored, in the remainder of the unit, by studying three substantive issues in contemporary social life: the study of childhood and the family; the

analysis of educational change and inequalities; and the analysis of patterns of social differentiation and inequality (gender, ethnicity and social class). The unit seeks to highlight the interplay of biographical, institutional and social experiences in the reproduction and transformation of social life in modern societies. Presentation of the unit This unit will be delivered through 4 day schools, totalling 28 hours of teaching and learning, with the provision of online resources through the ICE VLE. Teaching and learning for the unit will be delivered through a combination of formal presentations by the tutor, a range of interactive and participatory methods of teaching and learning, and through reading and tasks to be undertaken individually by students outside the unit sessions. Such interactive and participatory methods of teaching and learning may include small and whole group exercises, projects, case studies, structured seminar discussions, readings set through the VLE and oral presentations. Students are expected to participate actively in both face-to-face sessions at the day schools and to fully engage in learning opportunities available on the VLE. Course Structure Session 1: The origins of sociology: concepts, classical theories and methods (Day School 28 September 2018) In this session, we will examine the origins of sociology and its historical context to map the core concepts (such as the self, consensus, conflict, social class and social change) which constitute the enduring interests of scholars in the discipline. In particular, the key ideas of central thinkers in the discipline Émile Durkheim, Karl Marx and Max Weber will be outlined and critically assessed to develop students understanding of the foundations of sociology. Having explored key ideas in these theories of modernity (including the division of labour and social consensus, the theory of surplus value and social conflict, and market capacities and situations in industrial societies) we will then proceed to evaluate the positivist and quantitative method that shaped much classical sociology. These classical theorists laid the foundation for contemporary analyses of modern institutions (including childhood and the family, education and broader social inequalities like gender, ethnicity and social class) which are analysed in Sessions 3 and 4. Session 2: The development of sociology: concepts, modern theories and methods (Day School 19 October 2018) Societies are not static entities, nor is sociology. In this session, we will examine the development of sociological theory and method in the twentieth century and beyond. Having provided a critique of classical theory in Session 1, we will proceed to explore the proliferation and fragmentation of sociological thinking by examining: the rise (and demise) of structural functionalism; the growth and application of so-called action or interpretive theories (symbolic interactionism, phenomenology and ethnomethodology); the development of neo-marxist and feminist theories; and the expansion of postmodernism in sociology. This analysis of academic change will be placed in the context of key historical developments in the twentieth century and illustrated by reference to empirical research. Developments in sociological methods specifically the expansion of qualitative and mixed methods research strategies will be assessed as a prelude to our analysis of the substantive topics of childhood and the family, education and broader social inequalities. Session 3: The life course and social institutions: childhood, the family and education (Day School 9 November 2018) The purpose of sociology is to explain patterns of social formation, behaviour and change. In this session, we begin our analysis of key aspects of the life course and social institutions in modern societies. Specifically, the unit will explore scholarly debates and research related to: the social

construction of childhood; crisis accounts of childhood in modern societies; the changing nature of gender roles, the family and household arrangements (evidence, explanations and policy implications); the changing nature of educational provision, inequalities in patterns of educational attainment by gender, ethnicity and social class, and the social policy implications of such research evidence. A focus of the session will be the link between research agendas, the quality of research strategies and evidence, and the adequacy of explanations for the development of policy. In short, Just how effective, if at all, has sociological research and theory been for promoting social justice? Session 4: Social inequalities and reproduction : gender, ethnicity and social class (Day School 30 November 2018) The degree of social change that is the extent of social reproduction and/or transformation - constitutes a central concern of sociologists both past and present. In this final session, we will: define the major forms of social inequality (gender, ethnicity and social class) in modern societies; examine how inequalities are measured and analysed; assess empirical evidence related to changing patterns of inequality (for example changes in the gender gap in pay levels and the extent of social mobility in society over time); and evaluate the contemporary explanations and theories sociologists have developed to account for stability (and change) in patterns of social inequality. In so doing, the session seeks to revisit the debate on research agendas, evidence and the quality of explanations to assess the utility of sociology for social policy. It will also highlight the current condition of contemporary sociology (a mode of analysis in decline?) and conclude with a broader reflection on the changing nature of institutions in an age of austerity and globalisation. Outcomes As a result of the unit, within the constraints of the time available, students should be able to: 1. demonstrate a comprehensive knowledge and understanding of the key concepts and theories of sociology (including classical, modern and contemporary theory); 2. demonstrate an ability to interpret, assess and evaluate sociological research evidence, making informed comparisons between competing sources of data, as a means of constructing an informed and sound academic argument; 3. assess and evaluate sociological explanations and theories of social life particularly in relation to the institutions covered in this unit of the Certificate (the family, education and broader social inequalities (gender, ethnicity and social class)); 4. synthesise empirical and theoretical evidence drawn from disparate sources to construct a scholarly argument in response to pre-established tasks and essay questions. Student assignments The Certificate in Sociology, Politics and Psychology is an FHEQ Level 4 qualification, equivalent to first-year undergraduate level, and it requires a commitment to extensive reading and pre-class preparation. Students are required to produce two essays for this unit which assess the learning outcomes identified above. Essay plans may be submitted to the Tutor, through the VLE, for initial guidance on constructing an analysis and argument. Essay plans must not exceed 500 words in length. Students are required to submit their final essays through the ICE VLE and feedback is provided online. Equal weighting will be given to both essays. Students will receive an assignment grade for each essay (after moderation) and an overall course grade upon completion of the Certificate in Sociology, Politics and Psychology. Students are required to select one essay from each of the following lists:

1. Classical and modern approaches to sociological theory and method a. What major historical events shaped sociology as a discipline? How and why? b. What are the evils of capitalism for Marx and how are they to be resolved in the future? c. Is the use of biological metaphors by Durkheim to explain society inherently conservative? d. What, according to Weber, is the role of the Predestination doctrine in the development of modern capitalism? Critically assess this argument. e. Durkheim maintains that the task of the sociologist is to study social facts. What are social facts and what problems arise from conceptualising of sociology as a science? f. Critically assess the contribution of structural functionalism to our understanding of either social stratification or education. g. What central concepts and questions guide the symbolic interactionist perspective in sociology? What are the major shortcomings of this approach to social life? The total word count for the first essay should be no less than 1,500 words and no more than 2,000 words (excluding the reference list) Closing date for the submission of the first essay is: Thursday 1 November 2018 by 12.00 UTC/GMT* *Co-ordinated Universal Time / Greenwich Mean Time 2. Social institutions and inequalities in modern societies a. Critically assess the claims that: 1) childhood is socially constructed; and 2) contemporary childhood is in a state of crisis. b. Critically evaluate Marxist and feminist approaches to the role of the family in modern society. c. What is the difference between sex and gender? Outline the key elements of a sociological account of gender. d. How have sociologists attempted to explain either gender, ethnic or social class differences in educational attainment? e. How have sociologists tried to explain either persistent gender or persistent ethnic inequalities in paid employment? f. Why have studies of social mobility generated so much debate and disagreement among sociologists? g. Does mixed methods research resolve the quantitative/qualitative divide in sociology? The total word count for the second essay should be no less than 1,500 words and no more than 2,000 words (excluding the reference list) Closing date for the submission of the second essay is: Thursday 3 January 2019 by 12.00 UTC/GMT* *Co-ordinated Universal Time / Greenwich Mean Time If students wish to create their own essay questions, this must be agreed in writing with the Tutor first.

Reading and resource list Students are expected to read the core texts for each session. Optional texts are also listed for students interested in further reading related to a particular session. Session 1: The origins of sociology: concepts, classical theories and methods Core reading Author / editor Year Book title OR Aaron, R. 2009 Main Currents in Sociological Thought. Volumes 1 and 2. Third printing. Baert, P. 2005 Philosophy of the Social Sciences: Towards Pragmatism. (Chapters 1 and 2) New Brunswick, NJ: Transaction Publishers. Cambridge: Polity. Baert, P. and da Silva, F. C. 2010 Social Theory in the Twentieth Century and Beyond. (Chapters 1, 2, 3 and 9) Cambridge: Polity Giddens, A. 1986 Sociology: A Brief but Critical Introduction. Second Edition. Gilbert, N. (ed.) 1998 Researching Social Life. Morrison, K. 2003 Marx, Durkheim and Weber. Swingewood, A. 2000 A Short History of Sociological Thought. Third Edition. Further reading Author / editor Year Book title OR Allen, K. 2011 Marx and the Alternative to Capitalism. Bendix, R. 1998 Max Weber: An Bryman, A. and Cramer, D. Intellectual Portrait. 1995 Quantitative Data Analysis for Social Theorists. Revised Basingstoke and London: Macmillan. London: Sage. London: Sage. London: Palgrave Macmillan. London: Pluto. London: Routledge. London: Routledge.

Edition. Kasler, D. 1988 Max Weber: An Introduction to his Life and Work. Lukes, S. 1973 Emile Durkheim: His Life and Work. Nisbet, R. 1974 The Sociology of Cambridge: Polity. London: Allen Lane. London: Oxford Emile Durkheim. Parkin, F. 1992 Durkheim. Oxford: Oxford Turner, B. 1999 Classical Sociology. London: Sage. Wolff, J. 2002 Why Read Marx Today? Oxford: Oxford Session 2: The development of sociology: concepts, modern theories and methods Core reading Author / editor Year Book title OR Abraham, M. F. 1982 Modern Sociological Theory: An Introduction. Calhoun, C., Gerteis, J., Moody, J., Pfaff, S. and Virk, I. 2012 Contemporary Sociological Theory. Third Edition. Craib, I. 1992 Modern Social Theory. Elliott, A. 2009 Contemporary Social Theory: An Introduction. Harrington, A. 2005 Modern Social Theory: An Introduction. Johnson, T., Dandeker, C. and Ashworth, C. 1984 The Structure of Social Theory. Swingewood, A. 2000 A Short History of Sociological Thought. Third Edition Further reading Author / editor Year Book title OR Abbott, P., Wallace, C. and Tyler, M. 2005 An Introduction to Sociology: Feminist Perspectives. Third Edition. Bourdieu, P. 1984 Distinction: A Social Critique of the Oxford: Oxford Chichester: Wiley- Blackwell. London: Palgrave Macmillan. Abingdon: Routledge. Oxford: Oxford London: Macmillan. London: Palgrave Macmillan. London: Routledge. London: Routledge and Kegan Paul.

Judgement of Taste. Creswell, J. W. 1994 Research Design: Qualitative and Quantitative Approaches. Denzin, N. K. and Lincoln, Y. S. 1998 (eds.) Collecting and Interpreting Qualitative Materials. Donovan, J. 2006 Feminist Theory: The Intellectual Traditions. Third Edition. Goldthorpe, J. H. 2000 On Sociology: Numbers, Narratives, and the Integration of Research and Theory. Gorard, S. and Taylor, C. 2004 Combining Methods in Educational and Social Research. Holmwood, J. and Stewart, A. 1991 Explanation and Social Theory. Kettley, N. C. 2012 Theory Building in Educational Research. Tashakkori, A. and Teddlie, C. 2003 Major issues and controversies in the use of mixed methods in the social and behavioral sciences, in A.Tashakkori and C. Teddlie (eds.), Handbook of Mixed Methods in Social and Behavioral Research. Thousand Oaks, CA: Sage. London: Sage. London: Continuum. Oxford: Oxford London: Open London: Macmillan. London: Continuum. London: Sage, pp. 3 50. Session 3: The life course and social institutions: childhood, the family and education Core reading Author / editor Year Book title OR Archard, D. 2004 Children, Rights and Childhood. Second Edition. Aries, P. 1962 Centuries of Childhood: A Social History of Family Life. Arnot, M., David, M. and Weiner, G. 1999 Closing the Gender Gap: Postwar Education and Social Change. Abingdon, Oxon: Routledge. New York: Vintage Books. Cambridge: Polity Chamber, D. 2012 A Sociology of Cambridge: Polity

Family Life: Change and Diversity in Intimate Relations. Francis, B. 2000 Boys, Girls and Achievement: Addressing the Gillborn, D. and Mirza, H. S. Classroom Issues. 2000 Mapping Race, Class and Gender: A Synthesis of Research. Kettley, N. C. 2007 Educational Attainment and Society. Newman, D. M. and Grauerholz, L. Further reading 2002 Sociology of Families. Second Edition Author / editor Year Book title OR Allan, G. 1999 The Sociology of the Family: A Reader. Finch, J. and 1993 Negotiating Family Mason, J. Responsibilities. Giroux, H. A. 2000 Stealing Innocence: Corporate Culture s War on Children. Gittins, D. 1993 The Family in Question: Changing Households and Familial Ideologies. Gorard, S. 2000 Education and Social Justice: The Changing Composition of Schools and its Implications. Mac an Ghaill, M. 1994 The Making of Men: Masculinities, Sexualities and Schooling. Noble, C. and 2000 Getting it Right for Bradford, W. Boys.and Girls. Postman, N. 1983 The Disappearance of Childhood. Shahar, S. 1990 Childhood in the Middle Ages. Winn, M. 1984 Children without Childhood: Growing Up Too Fast in the World of Sex and Drugs. London: Routledge/Falmer. London: Office for Standards in Education (Ofsted). London: Continuum. London: Sage. Oxford: Blackwell Publishing. London: Tavistock/Routledge. New York: Palgrave. Basingstoke: Macmillan. Cardiff: University of Wales Buckingham: Open London: Routledge. New York: Vintage Books. London: Routledge. Hammondsworth: Penguin.

Session 4: Social inequalities and reproduction : gender, ethnicity and social class Core reading Author / editor Year Book title OR chapter in book, Connell, R. W. 1987 Gender and Power: Society, the Person and Sexual Politics. Crompton, R. 1997 Women and Work in Publisher and place of publication Cambridge: Polity Oxford: Oxford Modern Britain. Crompton, R. 2008 Class and Stratification. Cambridge: Polity Fenton, S. 2003 Ethnicity. Cambridge: Polity Goldthorpe, J. with Llewellyn, C. and Payne, C. 1987 Social Mobility and Class Structure. London: Sage. Milner, A. 1999 Class. London: Sage. Padavic, I. and 2002 Women and Men at Work. London: Sage. Reskin, B. Second Edition. Rex, J. 1988 Race and Ethnicity. Milton Keynes: Open Further reading Author / editor Year Book title OR chapter in book, Bottero, W. 2005 Stratification: Social Division and Inequality. Bourdieu, P. 1973 Cultural Reproduction and Social Reproduction, in: R. Brown (1974) (ed.) Knowledge, Education and Cultural Change. London: Routledge. London: Tavistock. Connell, R. W. 1995 Masculinities. Cambridge: Polity Connell, R. W. 2002 Gender. Cambridge: Polity Erikson, R. and Goldthorpe, J. Fenton, S. and Bradley, H. 1992 The Constant Flux: A Study of Class Mobility in Industrial Societies. 2002 Ethnicity, Economy and Class, in Fenton and Bradley (eds.), Ethnicity and Economy. Oxford: Oxford Basingstoke: Palgrave Macmillan. Hakim, C. 2000 Work-Lifestyle Choices in the 21 st Century: Oxford: Oxford Preference Theory. Heath, A. 1981 Social Mobility. London: Fontana. London: Macmillan. Stewart, A., Prandy, K. and Blackburn, R. M. 1980 Social Stratification and Occupations. Walby, S. 1986 Patriarchy at Work. Cambridge: Polity.

Journal Articles Author Szreter, S. R. S. Year of Title of article publication 1984 The genesis of the Registrar-General s social classification of occupations, Name of journal British Journal of Sociology Volume no. and page numbers. Vol. 35, No. 4, pp. 522-46

Syllabus for Unit B Lent term 2019 Politics: Power, ideology and the state Start date: 11January 2019 End date: 15 March 2019 Day: Friday Time: 9.15am 5.45pm Tutor: Carina O Reilly No of meetings: 4 x Friday day schools 11 January 2019 01 February 2019 22 February 2019 15 March 2019 Venue: Madingley Hall, Madingley Cambridge, CB23 8AQ Aims This unit has four interconnected aims: 1. to explore and to discuss the development of the principal theoretical and methodological debates in the study of politics, ideology and the state, and to promote students knowledge and critical understanding of how various political ideologies have played out in different contexts over the course of the twentieth century; 2. to investigate the contested concepts of sovereignty and statehood through the major theoretical schools of international relations, and to illustrate the impact of contemporary supranational political systems and societies upon the idea of the nation-state; 3. to examine the politics of foreign policy including the changeable characters of justice and diplomacy; 4. to analyse the effect, if any, that globalisation has had on the concept of governance, with particular reference to non-state actors and the growth of global civil society. Content This unit will provide an introduction to the key concepts, theories and methods of politics which have been deployed to analyse the relationship between power, ideology and the state. The first part of the unit explores the concepts of power and authority, drawing on a range of theorists, beginning with Weber and going on to compare the various theoretical positions of the likes of Foucault, Habermas and Giddens. The nature and origin of the modern state will be explored and the development of the notion and forms of political ideology will be traced along a linear spectrum, from Communism through to Fascism. These themes will then be developed in the remainder of the unit, through focusing on key controversies in global politics such as the legitimacy of humanitarian intervention and the nature of globalisation. The unit provides students with a grounding in the core concepts, empirical techniques and theoretical models of politics as a discipline. Throughout the unit, conceptual, methodological and theoretical similarities and differences between the approaches of political scientists and sociologists will be made.

Presentation of the unit This unit will be delivered through 4 day schools, totalling 28 hours of teaching and learning, with the provision of online resources through the ICE VLE. Teaching and learning for the unit will be delivered through a combination of formal presentations by the tutor, a range of interactive and participatory methods of teaching and learning, and through reading and tasks to be undertaken individually by students outside the unit sessions. Such interactive and participatory methods of teaching and learning may include small and whole group exercises, projects, case studies, structured seminar discussions, readings set through the VLE and oral presentations. Students are expected to participate actively in both face-to-face sessions at the day schools and to fully engage in learning opportunities available on the VLE. Course Structure Session 1: Power and authority: the birth of the modern nation-state (Day School 11 January 2019) In this session, we will examine the origins and definition of the nation state, and of political theories concerning its power and authority, including typologies of state authority. We will also examine in detail the concept of legitimacy. Our understanding of these ideas will be enhanced by reference to key political theorists in this area, ranging from the classical interpretations of state power of Thomas Hobbes, Max Weber and Michel Foucault, to the more modernist theories of the nation-state, its origins and its development of Michael Mann and Anthony Giddens. This session will then go on to examine the spectrum of political ideologies and look at examples of how these ideologies have taken hold in different nation-states around the world in recent history. Session 2: Sovereignty and statehood: exploring supranational systems and societies (Day School 1 February 2019) In this session, we will explore the concepts of sovereignty and statehood as contested political concepts. Students will be introduced to major supranational political systems and transnational organisations (such as the European Union and the United Nations) and will analyse their impact on the concepts of sovereignty and statehood with reference to the main schools of critical approaches and theories (including the realist tradition, liberalism and constructivism). We will examine the analytical frameworks used to understand international politics and how they relate to international norms and institutions, with reference to the historical origins both of international organisations and the various theoretical approaches used to understand them. This session will equip students to analyse international politics and recognise what distinctive elements characterise international politics. Session 3: Justice and diplomacy: understanding the politics of foreign policy (Day School 22 February 2019) In this session, we will examine the changing character of diplomacy through different state and supranational actors, and will examine the range of foreign policy instruments they have at their disposal (from the cultural and political to the economic and military), considering as we do so their appropriateness as well as their limitations. Particular attention will be paid to the capabilities and expectations of global actors and international communities, as well as to the tensions between order, sovereignty and justice between these actors. The role of the United Nations and the Security Council will also be explored in this policy context, including its role in legitimising military intervention, and the changing status of humanitarian interventions.

Session 4: Governance and globalisation: non-state actors and global civil society (Day School 15 March 2019) This session will provide an introduction to globalisation both conceptually and as it evidences itself in particular processes, institutions, practices and policies. We will examine academic debates concerning the contested meanings and causes of globalisation, including normative and ideologically-based valuations and judgements of globalisation. It will then consider some of the principal political issues associated with globalisation, including whether and how it transforms longstanding notions of sovereignty, and the implications of globalisation for the nation-state system via non-state actors and the growth of global civil society. Outcomes As a result of the unit, within the constraints of the time available, students should be able to: 1. demonstrate a thorough understanding of the development of theories surrounding the state, authority and power, and also the development of various political ideologies, which students should be able to illustrate with concrete examples from twentieth century history; 2. explain the impact of various supranational systems and/or societies on the concepts of national sovereignty and statehood, and account for differences in attitudes between nation-states towards these supranational systems; 3. illustrate the politics of foreign policy with reference to contemporary political debates in the field of global foreign policy; 4. analyse the impact of globalisation on traditional modes of governance by considering the role of non-state actors and global civil society. Student assignments The Certificate in Sociology, Politics and Psychology is an FHEQ Level 4 qualification, equivalent to first-year undergraduate level, and it requires a commitment to extensive reading and pre-class preparation. Students are required to produce two essays for this unit which assess the learning outcomes identified above. Essay plans may be submitted to the Tutor, through the VLE, for initial guidance on constructing an analysis and argument. Essay plans must not exceed 500 words in length. Students are required to submit their final essays through the ICE VLE and feedback is provided online. Equal weighting will be given to both essays. Students will receive an assignment grade for each essay (after moderation) and an overall course grade upon completion of the Certificate in Sociology, Politics and Psychology. Students are required to select one essay from each of the following lists: 1. Essay questions covering topics from Sessions 1 and 2 a. Is the modern nation-state the only basis on which political authority and power can be constructed in the world today? b. To what extent does authority always have to be legitimate? Discuss with reference to the works of at least one political theorist. c. Does democracy confer a unique right to legitimate authority, and if so, why? d. Why has the concept of sovereignty proved such a powerful political idea? e. How far has the modern nation-state had to surrender powers to supranational systems and/or societies? Answer with reference to at least one international political organisation.

f. Does it really make sense to talk of an international society when the constituent elements remain nation-states? g. Has European Union integration rescued or dismantled European nation-states? The total word count for the first essay should be no less than 1,500 words and no more than 2,000 words (excluding the reference list) Closing date for the submission of the first essay is: Thursday 21 February 2019 by 12.00 UTC/GMT*. *Co-ordinated Universal Time / Greenwich Mean Time 2. Essay questions covering Sessions 3 and 4 a. In what ways might foreign policy reflect domestic rather than international concerns? b. Is the principle, as laid out in Article 2.7 of the UN Charter, of non-intervention in the internal affairs of sovereign states still valid? c. Compare and contrast the United Nations Security Council and the European Union as agents of international order. d. In what circumstances if any might it be legitimate to intervene coercively in the political affairs of another state? e. Has the concept of diplomacy changed fundamentally over the last century, in terms of its purpose and practices? f. Assess the arguments for and against the existence of a global civil society. g. To what extent has globalisation reshaped international politics? The total word count for the second essay should be no less than 1,500 words and no more than 2,000 words (excluding the reference list) Closing date for the submission of the second essay is: Thursday 11 April 2019 by 12.00 BST* (11.00 UTC). *British Summer Time If students wish to create their own essay questions, this must be agreed in writing with the Tutor first. Reading and resource list Students are expected to read the core texts for each session. Optional texts are also listed for students interested in further reading related to a particular session. Session 1: Power and authority: the birth of the modern nation-state Core reading Author / editor Year Book title OR Adams, I. 2013 Political Ideology Today. Beetham, D. 2013 The Legitimation of Power. Chernilo, D. 2007 A Social Theory of the Nation-state: The Political Forms of Modernity Beyond Methodological Manchester: Manchester Basingstoke: Palgrave Macmillan. Abingdon: Routledge.

Nationalism. Giddens, A. 1985 The Nation State and Violence. Weber, M. 1994 The profession and vocation of politics, in: P. Lassman and R. Speirs (eds.) Weber: Political Writings. Further reading Author / editor Year Book title OR Dyson, K. H. F 1980 The State Tradition in Western Europe: A Study of an Idea and Institution. Heywood, A. 2012 Political Ideologies: An Introduction. Mann, M. 1986 The Sources of Social Power. Vol. 1 A History of Power from the Beginning to A.D. 1760. Vol. 2 The Rise of Classes and Nationstates, 1760-1914. Cambridge: Polity Cambridge: Cambridge pp. 309-369. Oxford: Martin Robertson. New York: Palgrave Macmillan. Cambridge: Cambridge Session 2: Sovereignty and statehood: exploring supranational systems and societies Author / editor Year Book title OR Archer, C 2001 International Organisations. Third Baylis, J., Smith, S. and Owens, P. (eds.) Burchill, S. and Linklater, A. (eds.) Hay, C., Lister, M. and Marsh, D. (eds.) Edition. 2014 The Globalization of World Politics: An Introduction to Politics and International Relations. Sixth Edition. 2013 Theories of International Relations. Fifth Edition. 2006 The State: Theories and Issues. Jackson, R. 2007 Sovereignty: The Evolution of an Idea. London: Routledge. Oxford: Oxford Basingstoke: Palgrave. Basingstoke: Palgrave. Cambridge: Polity.

Mayall, J. 1990 Nationalism and International Society. Chapters 1 and 2 Cambridge: Cambridge Wight, M. 1977 Systems of States. Leicester: Leicester Further reading Author / editor Year Book title OR Bickerton, C. 2012 European Integration: From Nation-State to Member State. Held, D. 1995 Democracy and the Global Order: From the Modern State to Cosmopolitan Democracy. Keohane, R. O. 1986 Neorealism and its (ed.) Critics. McCormick, J. 2006 The European Superpower. Milward, A. S. 1992 The European Rescue of the Nation-State. Morgenthau, H. 1948 Politics among Nations: the Struggle for Power and Peace. Oxford: Oxford Cambridge: Polity. New York: Columbia Basingstoke: Palgrave Macmillan. London: Routledge. New York: Alfred Knopf. Journal articles: Author Year of publication Title of article Doyle, M. W. 1986 Liberalism and World Politics. Jackson, R. 1999 Sovereignty in World Politics: A Glance at the Conceptual and Historical Landscape. Name of journal American Political Science Review. Volume no. and page numbers. Vol. 80, No. 4, pp. 1151-1169. Political Studies. Vol. 47, Issue 3, pp. 431-456.

Session 3: Justice and diplomacy: understanding the politics of foreign policy Core reading Author / editor Year Book title OR Alden, C. and Aran, A. 2012 Foreign Policy Analysis: New Approaches: Understanding the Diplomacy of War, Profit and Justice. Hill, C. 2003 The Changing Politics of Foreign Policy. Lauren, P. G, Craig, G. A. and George, A. L. 2013 Force and Statecraft: Diplomatic Challenges of Our Time. Fifth Edition. Malone, D. (ed.) 2004 The United Nations Security Council: From the Cold War to the Twenty-first Century. Roberts, A. and Kingsbury, B. (eds.) 1993 United Nations, Divided World: The UN s Roles in International Relations. Wheeler, N. J. 2000 Saving Strangers: Humanitarian Intervention in International Society. Further reading Author / editor Year Book title OR Klare, M. T. and Chandrani, Y. 1998 1998 World Security: Challenges for a New Century. London: Routledge. Basingstoke: Palgrave Macmillan. Oxford: Oxford London: Lynne Rienner. Oxford: Clarendon Oxford: Oxford New York: St Martin s Journal articles: Author Year of publication Title of article Pattison, J. 2008 Legitimacy and humanitarian intervention: who should intervene?, Hill, C. 2003 What is to be done? Foreign policy as a site Name of journal International Journal of Human Rights. International Affairs. Volume no. and page numbers. Vol. 12, No. 3. pp. 395-413. Vol. 79, No. 2, pp. 233-255.

for political action. Hoffman, J. 2003 Reconstructing diplomacy. Hollis, M. and Smith, S. 1986 Roles and reasons in foreign policy decision making. The British Journal of Politics and International Relations. British Journal of Political Science. Vol. 5, No. 4, pp. 525-542. Vol. 16, No. 03, pp. 269-286. Session 4: Governance and globalisation: non-state actors and global civil society Core reading Author / editor Year Book title OR Holton, R. J. 1998 Globalization and the Nation-State. Steger, M. B. 2003 Globalization: A Very Short Introduction. London: Macmillan. Oxford: Oxford Further reading, journal articles and weblinks Author Chandler, D. Held, D. and McGrew, A. Linklater, A Wendt, A. Woods, N. and Year of publication Title of article 2003 New Rights for Old? Cosmopolitan Citizenship and the Critique of State Sovereignty. 1998 The End of the Old Order? Globalization and the Prospects for World Order. 2007 Distant Suffering and Cosmopolitan Obligations. 2003 Why a World State is Inevitable: Teleology and the Logic of Anarchy. 2001 Governance and the limits Name of journal Political Studies. Review of International Studies. International Politics. European Journal of International Relations. Volume no. and page numbers. Vol. 51, No. 2, pp. 332-349. Vol. 24, No. 5, pp. 219-245. Vol. 44, No. 1, pp. 19-36. Vol. 9, No. 4, pp. 491-542. International Social Science Journal. Vol. 53, Issue 170,

Narlikar, A. Bonefeld, W. Cohen, E. S. of accountability: The WTO, the IMF, and the World Bank. 2005 The Politics of Globalisation: Ideology and Critique. 2002 Globalization, Modernity, and their Discontents. pp. 569-583. https://libcom.org/library/politics-globalisation-werner-bonefeld http://faculty.unlv.edu/ericbrahm/globalizationreview.pdf

Syllabus for Unit C Easter term 2019 Psychology: Identity, development and social behaviour Start date: 26 April 2019 End date: 28 June 2019 Day: Friday Time: 9.15am 5.45pm Tutor: Dr Sarah Kuppen No of meetings: 4 x Friday day schools 26 April 2019 17 May 2019 07 June 2019 28 June 2019 Venue: Madingley Hall, Madingley Cambridge, CB23 8AQ Aims This unit has four interconnected aims: 1. to introduce students to the concepts, methods and theories of psychology which provide a systematic and critical framework for understanding modern social life and societies; 2. to outline and develop an understanding of central debates in identity formation and development, including the nature-nurture debate; 3. to develop intellectual skills in the critical analysis of psychological theories and in the evaluation of empirical research; 4. to consider how psychology is applied in everyday life to structure people s lives, in their communities, personal and family lives and workplaces. Content This unit of the Certificate builds from the analysis offered by politics and sociology to explore how psychologists approach our understanding of modern social life and societies. As such it provides a broad introduction to the concepts, methods and theoretical models of psychology to address the relationship between identity, development and social behaviour. The unit commences with an analysis of issues related to identity formation and development, including the naturenurture debate and the analysis of models of personal and cognitive development, and proceeds to consider how social behaviour is influenced by personality factors and situational contexts. Throughout, issues of methodology will be highlighted and empirical evidence explored. The unit seeks to provide an introduction to psychology, analysing how psychologists have studied issues of identity, development and social behaviour, and explore how psychologists have applied key concepts, methods and theories to issues in everyday life.

Presentation of the unit This unit will be delivered through 4 day schools, totalling 28 hours of teaching and learning, with the provision of online resources through the ICE VLE. Teaching and learning for the unit will be delivered through a combination of formal presentations by the tutor, a range of interactive and participatory methods of teaching and learning, and through reading and tasks to be undertaken individually by students outside the unit sessions. Such interactive and participatory methods of teaching and learning may include small and whole group exercises, projects, case studies, structured seminar discussions, readings set through the VLE and oral presentations. Students are expected to participate actively in both face-to-face sessions at the day schools and to fully engage in learning opportunities available on the VLE. Course Structure Session 1: The history and development of psychology and its methodologies (Day School 26 April 2019) This session will examine the historical development of psychology, starting from fundamental questions in the philosophy of mind to modern empirical research. This overview will offer an insight into the key developments that shaped the science of the mind and behaviour. Critical topics will include the nature-nurture debate, the limits of human introspection, and the critical role for empirical research in providing insights into how the mind works. This session will then move on to explore a variety of research methods commonly used in the investigation of psychological phenomena. This focus on research methods will include an exploration of a number of core constructs in research methods, including reliability and validity, hypothesis testing, objectivity, sampling and measurement. Finally, the session will explore some of the core elements of study design, including data collection and the basic analysis and interpretation of data. Session 2: Developmental psychology (Day school 17 May 2019) In this session you will be introduced to developmental psychology in which you will look at the development of gender identity and the nature-nurture debate in terms of gender identity formation (including gender and culture). You will also be introduced to the topic of personality. This session will cover key issues in development over the life-span with an exploration of the key developmental stages (for example infancy and adolescence) and will consider some of the issues that arise from current psychological research in this field. This session will focus on cognitive and social development in childhood, adulthood and old age. Students will be introduced in more detail to the research methodologies employed in developmental psychology. Session 3: Social cognition and identity (Day School 7 June 2019) Social cognition explores how we make sense of ourselves, other people and their behaviour. Social cognition is embedded in the context of how the self-concept is formed and how we think about our past and future selves. What is my identity? How do I construct my identity and does it stay the same all the time? What role do others play in the construction of my identity? This session will build from this to look at the process of stereotyping, prejudice and discrimination and strategies to reduce prejudice, and explore social influences such as conformity and obedience and their effect on society. Key topics here include dual process theories, minority influence and cognitive dissonance. This session will offer the opportunity to include areas of applied psychology such as explanations of crime and offender profiling, crowds and collective behaviour, and how our own thought processes can be influenced by various social and motivational processes.